Exploring the Least Restrictive Environment (LRE) for Quality Inclusion of Special Needs in Pakistan: Needs, Policies, and Practice

The inclusion of Special Education Needs (SEN) students in mainstream schooling is well anticipated in developed countries. Segregated forms of education for SEN incur huge financial costs and give also room for social segregation for SEN. The Least Restrictive Environment (LRE) is a pre-condition for the inclusion of SEN. The LRE is an ideal environment that copes with the needs of SEN in mainstream schooling.  Through this exploratory qualitative study, we explored the Pakistan context while examining documents describing policies related to the inclusion of SEN addressing LRE. The study conducted 10 interviews with teachers & heads of mainstream schools, teachers & heads of Special Education Schools, and parents of both Normal and Special Students as well. The sample was selected purposely from the Sargodha division. Qualitative data reflected about ongoing practices of proponents’ stakeholders. For all this, the study also examined the allocation of funds to ensure LRE in Punjab Public Schools. The qualitative data reflected core themes: possibility, accessibility, opportunities & survival, accommodation, infrastructure, policy provisions, and resources. We proposed that policy and practice gaps must be addressed. To make schools of mainstream education accessible, there is a need to furnish a friendly school structure. In Pakistan as compared to other countries, the idea of inclusion could not gain reasonable attention because of various factors. The behavior of stakeholders has not been so good for this idea. Therefore, there is a need to conduct seminars, conferences, and public campaigns

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